Anchored by the Classic Learning Test
Oct 22, 2026 · 29 min · 12 segments
In this episode, Jeremy speaks with Dr. Ryan Lister, Dean of Students at Boyce College, the undergraduate school of The Southern Baptist Theological Seminary. They talk about how Boyce's new Master of…
Jeremy TateHost
So you're addressing, I think, one of the biggest problems kind of in the movement, right, is this movement is trying to grow up and scale.
You know, so often you kind of get back to the same choke point, so to speak, in kind of this scaling process of, like, how do we get great teachers? Like, even when you've solved the funding component or – An accreditation kind of component, even when you could take out the college board, hopefully, right? You're left with like, how do we – because it takes deep formation, you know? I mean, if you have a teacher who maybe, you know, did a – education major, secondary ed as an undergraduate.
You know, is 30 hours enough? I mean, what are you hoping, you know, your kind of portrait of a graduate looks like, you know, from this MA program? And are people doing it as they're teaching? Yeah.
That's why we're kind of building it so you can do it while you're in the classroom already.
Yeah, so what we're looking for are those who are formed as classical Christian teachers ready to form the next generation to help them into – Theological truth.
I mean, that's something that's sort of central in our particular position, giving them the philosophical background, theological background, and then really trying to say, hey, what's our teleology here? Like, where are you going with this education? And that's kind of what's shaping this particular position.
We have two tracks that we kind of built out in the M.A., One is for the pedagogy, and a central piece of that is sort of how do we morally form teachers and simultaneously how do we do that for the students? So there's actually a gentleman here, and his name's Dr.
Let's get you in this classroom and get you working on those particular spaces.
So we have elective options for students in this program to go out and say, hey, I want to learn English.
Or maybe they're saying, hey, I want to be sort of focused on theology and Bible in my space.
And so it's a really interesting dynamic, a really interesting partnership that sort of presents itself as a really, I would say, a pedagogical playground, if you will, that allows you to go out and say, hey, let me let me go see where my strengths are and how I can build out sort of expertise in that area while simultaneously not just being content focused, but also, again, like I said earlier, sort of that classroom focus.
How do we get you up and running in the methodology in classroom management and really sort of say, yes, I know these ideas.
Now, how do I deliver them in a way that is not simply here's content or even like my own past with public education? Here's the answer for the test.
So you're addressing, I think, one of the biggest problems kind of in the movement, right, is this movement is trying to grow up and scale.
You know, so often you kind of get back to the same choke point, so to speak, in kind of this scaling process of, like, how do we get great teachers? Like, even when you've solved the funding component or – An accreditation kind of component, even when you could take out the college board, hopefully, right? You're left with like, how do we – because it takes deep formation, you know? I mean, if you have a teacher who maybe, you know, did a – education major, secondary ed as an undergraduate.
You know, is 30 hours enough? I mean, what are you hoping, you know, your kind of portrait of a graduate looks like, you know, from this MA program? And are people doing it as they're teaching? Yeah.
That's why we're kind of building it so you can do it while you're in the classroom already.
Yeah, so what we're looking for are those who are formed as classical Christian teachers ready to form the next generation to help them into – Theological truth.
I mean, that's something that's sort of central in our particular position, giving them the philosophical background, theological background, and then really trying to say, hey, what's our teleology here? Like, where are you going with this education? And that's kind of what's shaping this particular position.
We have two tracks that we kind of built out in the M.A., One is for the pedagogy, and a central piece of that is sort of how do we morally form teachers and simultaneously how do we do that for the students? So there's actually a gentleman here, and his name's Dr.
Let's get you in this classroom and get you working on those particular spaces.
So we have elective options for students in this program to go out and say, hey, I want to learn English.
Or maybe they're saying, hey, I want to be sort of focused on theology and Bible in my space.
And so it's a really interesting dynamic, a really interesting partnership that sort of presents itself as a really, I would say, a pedagogical playground, if you will, that allows you to go out and say, hey, let me let me go see where my strengths are and how I can build out sort of expertise in that area while simultaneously not just being content focused, but also, again, like I said earlier, sort of that classroom focus.
How do we get you up and running in the methodology in classroom management and really sort of say, yes, I know these ideas.
Now, how do I deliver them in a way that is not simply here's content or even like my own past with public education? Here's the answer for the test.
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